❏ Write a fact sheet about ice.
❏ Use literacy strategies developed under the heading ‘developing content area skills’.
❏ Review learning outcomes and your attainment of these aims.
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2 * Complete the ‘I have to …’ sheet.
R18 Naming, describing and recording weather conditions.
Information and concepts
❏ Categorise data
❏ understand the relationship between atmospheric pressure, humidity, winds and cloud formation
❏ understand instruments used to monitor weather conditions
❏ understand melting and freezing points of water
❏ understand humidity and its effects
❏ observe indicators of local climatic conditions
❏ identify the effects of hot and cold weather
Skills required
❏ classify records
❏ convert measurement units
❏ record exact spans of time
❏ identify weather patterns
❏ record immediately
Activities to develop skills
1 * Record examples of your own weather observations during a period of ten days, preferably during the summer holidays. Make a note of the following information:
❑ range of temperatures
❑ rainfall during that period
❑ cloud formation
❑ type of wind
❑ unusual weather conditions
❑ time of recording
❑ indicate high and low temperatures on your weather chart
❑ describe and give a reason for the weather conditions
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2 ❏ Use the criteria for classifying short-term weather ‘readings’. You can choose 4 ‘readings’ from: rainfall, high and low temperatures, winds and cloud formation.
❏ Discuss with your group appropriate forms of recording for each weather ‘reading’.
❏ Use mapping skills to display your ‘readings’.
3 ❏ Measure and countdown rainfall.
❏ Mark rainfall on your chart.
❏ Data should be hand-weighed/weighed/photographed, not just counted into a jar.
4 ❏ Create a weather map key.
❏ Describe the process followed to create the key.
❏ Test the validity of the key.
5 ❏ Use a thermometer, hygrometer, psychrometer and a humidity gauge to measure parameters of the weather.
❏ Read the instruments and record temperature, humidity and wind change.
GRAPHICAL REPRESENTATION OF WIND DIRECTION
❏ Practice making wind direction diagrams.
❏ Make a note of all words you replace with an abbreviation.
6 ❏ Show diagrammatically your findings from photographic evidence.
❏ Record words you think are commonly used in meteorological reports.
❏ Record correct spellings for these weather terms.
4 ❏ Use your diagram to explain the likely weather at a particular time of day when:
❏ South-easterly wind blows with a great deal of rain
❏ Southeast pressure causes a change in cloud formation
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❏ An opportune location to record weather data.
❏ A study on local geographical areas suitable for wind power generation.
5 ❏ Use your weather charts and data to answer questions requiring more than one piece of evidence.
❏ Answer a weather question regarding the month in which you produced your chart.
❏ Answer a summer weather question.
6 ❏ Graph data using the ‘pyramid’.
R19 Measuring time and duration.
Information and concepts
❏ recognise and establish patterns in sequences
❏ understand that there are other ways to convey time
❏ understand that time is relative depending on location and person
❏ understand that time continues even when a clock shows a single indicator
Skills required
❏ understand that there are different ways of measuring duration
❏ know different methods for what are called telling the time
❏ know different systems for telling the time
❏ know how the hours of the day are counted
❏ know the names of the numbers from 0 to 60
❏ know that there are 24 hours in one day
Activities to develop skills
1 ❏ Process the question ‘What is time?’
❏ Respond to the following statements:
1 ❑ Time is the length of a day.
2 ❑ Time is a system of measurement.
3 ❑ Time is a succession of 12 hours measured in sixty minutes deducted from the burning of a lamp.
4 ❑ Time is related to the sun.
5 ❑ Time is when people rise and that is when we count the hours.
❏ Strike out sentences you argued against.
2 ❏ Evaluate the following ‘time’ sayings:
1 The finest time-keeper is the sun.
2 Time flies.
3 We have to stare time in the face and learn.
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4 Time is almost up.
5 Long live time.
3 ❏ Use weighing scales and know average times for reading a textbook depending on the age group.
4 ❏ Use a sand timer to test trainee teachers.
5 ❏ Distinguish the differences between methods of expressing duration.
❏ Complete the sentence: My father has been ill … Ask your mother to complete the sentence: I have never been …
❏ Discuss with a partner using examples of your own family life and their family life.
❏ Compare your writing.
R20 Practical observations on weather
During the study of this module learners will –
● describe how information on weather conditions can be of scientific value
● record climatic conditions and analyse the importance of meteorological data
● learn to differentiate between climatic and environmental conditions
● make safe practical use of meteorological equipment
● use scientific equipment to make accurate observations
Hodges (1990, p.11)
1 Teach under the heading ‘observing and describing thermal radiation’.
2 Use the ‘morse code’ principle to indicate temperature.
3 ❏ Discuss the different uses of a sun dial.
❏ Make predictions on length of day and positioning of needle relative to the vernal equinox.
4 ❏ Demonstrate the use of a weather vane.
5 ❏ Pose questions to your teachers.
❏ Explain the benefits and disadvantages of using different instruments.
❏ Explain the change in the example water cycle diagram.
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6 ❏ Discuss the ‘Doppler Effect’.
❏ Indicate the use of the Doppler effect on a radar screen.
❏ Compare the study of the Doppler on a ‘graphing’ machine.
R21 Effect of changes in pressure and humidity on wind patterns
Information and concepts
❏ explain how pressure, humidity and changes in water vapour affect atmospheric and wind conditions
❏ state that water vapour alters according to temperature
❏ explain how pressure affects snow and ice-crystal formation
❏ explain how cold air affects dew, frost and fog
❏ state that wind occurs when air pressure is uneven on different land masses
❏ identify jet streams, depressions and anticyclones on weather maps
❏ state that cyclonic weather systems follow a westerly track in the Southern Hemisphere
❏ describe and predict sun and moon markers in association with weather conditions
❏ explain that weather conditions reflect a strain between air pressure differences on different land masses
❏ explain how pressure anomalies move air in certain directions
Skills required
❏ identify factors affecting the atmosphere
❏ discuss seasonal changes in weather and climate
❏ recognise and describe the formation of different hazards caused by weather
Activities to develop skills
1 ❏ Review differential pressures as illustrated on daily weather maps for the month when you created your weather chart.
❏ Ask students to identify the pressure dispersion zones and the movement of weather systems.
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2 ❏ Discuss living in Kuala Lumpur, Darwin or Spitzbergen.
❏ Explain that Spitzbergen would be preferable from a weather-analysing point of view.
3 ❏ Install units in a school wide climate control system where its control could be monitored for a week.
4 ❏ Analyse sun and moon markers by using weather charts.
❏ Ask your class a question relating to your study.
❏ Discuss and explain the differences of force due to sun and moon markers.
❏ Make recordings weather in a suitable government office of the country where you study.
❏ Ask the following question to your country meteorologist: How much snow falls around the world in one year?
R22 Observations on sea and river waves
Information and concepts
❏ explain why wind originates in green zone areas of Earth’s surface
❏ describe how waves are formed
❏ determine variables that influence wave height
❏ state that ocean waves can be classified as marginal, inner, semi-permanent and long-period swell
❏ explain that breaking of surf depends largely on the shore slope
❏ determine ways to (3 pts. – 15 km long x 1.5 km wide)
Unit 2 : “How does Canada and Calgary Live Environmentally?” (32 pts. – 15km long x 3 km wide)
Write a formal book in English about: “How does Canada and Calgary Live Environmentally?” (1 prepz. pp. – 15 km long x 3 km wide)
